Thesis (Ph.D.)--Indiana University, Dept. of Curriculum and Instruction, 2005. / Source: Dissertation Abstracts International, Volume: 66-12, Section: A, page: 4280. Adviser: William J. Boone. Title from dissertation home page (viewed Oct. 11, 2006).

Thesis (Ph.D.)--Indiana University, School of Education, 2005. / Source: Dissertation Abstracts International, Volume: 66-01, Section: A, page: 0078. Adviser: Mary B. McMullen. Title from dissertation home page (viewed Oct. 11, 2006).

Thesis (Ph.D.)--Indiana University, 2004. / Source: Dissertation Abstracts International, Volume: 66-01, Section: A, page: 0062. Chair: Martha Nyikos. Title from dissertation home page (viewed Oct. 11, 2006).

Thesis (Ph.D.)--Indiana University, 2004. / Source: Dissertation Abstracts International, Volume: 66-01, Section: A, page: 0324. Chairs: Jean C. Robinson; Russell L. Hanson. Title from dissertation home page (viewed Oct. 12, 2006).

Thesis (Ph.D.)--University of Illinois at Urbana-Champaign, 2006. / Source: Dissertation Abstracts International, Volume: 67-11, Section: A, page: 4149. Adviser: Karen A. Ferneding. Includes bibliographical references (leaves 226-231) Available on microfilm from Pro Quest Information and Learning.

Thesis (Ph.D.)--University of Illinois at Urbana-Champaign, 2006. / Source: Dissertation Abstracts International, Volume: 67-11, Section: A, page: 4100. Adviser: Violet Harris. Includes bibliographical references (leaves 331-350) Available on microfilm from Pro Quest Information and Learning.

Thesis (Ph.D.)--University of Illinois at Urbana-Champaign, 2006. / Source: Dissertation Abstracts International, Volume: 67-07, Section: A, page: 2446. Adviser: Sarah McCarthey. Includes bibliographical references (leaves 193-200) Available on microfilm from Pro Quest Information and Learning.

Located within the framework of qualitative research (Bogdan & Biklin, 1992; Erickson, 1986), the primary purpose of this study was to describe the characteristics and significant issues related to moving toward a literature-based classroom in a middle school context. More specifically, this study interpreted and analyzed the perceptions of the classroom teacher and her students of the significant aspects of moving toward a literature-based classroom and described the issues and problems related to making that move. A process of observing, interviewing, and audiotaping, videotaping, and participating in classroom events occurred throughout the two phases of this study. The major data sources include field notes and interviews. Secondary sources include students' journals, inquiry booklets and inquiry project artifacts, audiotapings, videotapings, and other related artifacts. Data analysis was based on Glaser and Strauss's (1967) method of constant comparison. Data were analyzed for categories and themes. As these emerged, the data were coded and placed in the corresponding categories and themes. This in turn led to the development and exploration of trends related to this classroom. The analysis was used to develop a "thick description" of the characteristics and issues involved in moving toward a literature-based classroom within a middle school setting. Interpretations of the data include the teacher's understandings of reading and literature, beliefs about teacher as learner, understandings about the inquiry group process and its connections to research; the students' understandings of reading and literature, responding to the literature, making connections with the literature, and participating in inquiry groups; and the problems and issues related to this move, including the emerging role of the teacher, the use of children's and adolescent literature with the students, the students' responses to the literature, and the powerful role of the inquiry groups. Six implications can be drawn from this research. These implications include the characteristics of this particular classroom in moving toward literature-based instruction; the teacher and students as curriculum designers; the teacher, students, and university researcher learning together and individually; the voice of the participants as vital components in research; aspects of literature-based research; and temporal aspects of research methodology.

Doctor of Philosophy / Curriculum and Instruction Programs / F. Todd Goodson / The purpose of this study was to determine to what extent teacher candidates perceive value in the process of constructing an electronic academic portfolio. This study will also attempt to answer what process teacher candidates used in developing their electronic academic portfolios and what value teacher candidates assign to each of the steps in the process as well as how the teacher candidate intends to use the academic portfolio during the final semester prior to the professional semester. A qualitative multi-case study was used to conduct the research. Data collected included a pre and post survey as well as three one-on-one interviews with eleven teacher candidates. Teacher candidates were also asked to keep an electronic journal to answer the following questions. 1. Describe the process you used to create your electronic academic portfolio. 2. Describe your personal frustrations with creating your electronic academic portfolio. 3. Describe your personal triumphs with creating your electronic academic portfolio. The analysis of the data took place throughout the final semester prior to the professional semester, during which time teacher candidates are taking his or her last five restricted methods courses. The researcher recruited one additional reader in the field of education. The reader was trained prior to the actual coding day by the researcher to identify themes from the pilot study. • Theme A: Pride • Theme B: Organization • Theme C: Technology Skills • Theme D: Value • Other The commonalities were coded by the reader and the researcher. The goal of this was to examine teacher candidate perceptions in creating and electronic academic portfolio. Teacher preparation programs must determine if the process of creating an electronic academic portfolio has positive effectiveness.

Doctor of Philosophy / Secondary Education / Jacqueline D. Spears / The purpose of this study was to examine secondary-level social science teachers’ reported implicit beliefs about intelligence as measured by Dweck’s Theories of Intelligence Survey, and teachers’ levels of efficacy as measured by Gibson and Dembo’s Teacher Efficacy Survey, in relation to their students’ perception of goal orientation in the classroom as measured by Midgley’s PALS Survey in the classroom. In addition, this study examined the relationship of students’ gender and self-perceptions of ability to self reported classroom goal orientation. Participants in this study were high school social science teachers teaching in 17 schools in northeast Kansas (N = 63), and their students enrolled in social science classes (N = 1,214). The survey instruments were administered during the Spring 2006 semester during regularly scheduled courses. Data were analyzed using Pearson product-moment correlations, multiple regression, and other statistical techniques. A statistical level of p < .05 was used for all tests conducted. Five statistical tests were conducted. Three of the statistical tests utilized the Pearson product moment correlation: (1) correlation between teachers’ implicit theories of intelligence and self-efficacy, (2) correlation between teachers’ implicit theories of intelligence and students’ perception of goal orientation in the classroom, (3) correlation between teachers’ self-efficacy and students’ perception of the classroom goal orientation. Two statistical tests utilized multiple regression analysis: (1) regression analysis examining teachers’ implicit theories of intelligence and teachers’ self-efficacy as a predictor of students’ perception of the classroom goal orientation, and (5) regression analysis examining students’ gender and rating of ability as predictors of students’ perceptions of goal orientation in the classroom. A positive correlation was found between teachers’ theories of intelligence and self-efficacy. A statistical significance was also found for the relationship between teachers’ self-efficacy and their students’ perceptions of the classroom goal orientation based on teachers’ theories of intelligence or self-efficacy. Statistical significance was not found for students’ ability rating, as a predictor of their perception of the classroom goal orientation. Statistical significance was found for gender as a predictor of students’ perception of the classroom goal orientation, however, practical significance is questionable. Several suggestions for additional research and improvement in practice with regard to teachers’ belief systems and student goal structures were offered. This research provides additional data for teachers and school leaders in helping them understand the role of teachers’ belief systems in fostering student achievement.